Efficacy of Flipped Mastery Instruction in Enhancing Social Learning Dynamics for Food and Beverage Services in Senior High School TVL Tracks

ABSTRACT: This study examined Food and Beverage Services (FBS) classes, drawing on constructivism, social constructivism, mastery learning, and connectivism. The research addressed the gap between the Technical- Vocational- Livelihood (TVL)–FBS curriculum’ s aim to produce industry- ready graduates and classroom realities marked by student passivity, limited hands- on practice, and weak peer interaction. Data were collected from TVL–FBS students who participated in flipped mastery instruction, using structured 5- -point Likert- type questionnaires that measured three domains: social learning behaviors (resource sharing, collaborative norms, peer support, conflict resolution), perceived effectiveness of key aspects of flipped mastery instruction (class activities, teacher facilitation, mastery- based learning, peer- teaching opportunities, direct feedback, personalized learning paths), and willingness to collaborate (shared goals, hands- on time, communication skills, peer teaching, skill improvement). Descriptive statistics (means and standard deviations) summarized student responses, and one- sample t–tests compared mean scores to the neutral midpoint of 3. 00 on the Likert scale to determine whether ratings were significantly more positive than ―sometimes/neutral.‖ The results showed that all social learning behaviors occurred at levels from ―often‖ to ―very often, ” and all aspects of flipped mastery and collaboration indicators were rated significantly above neutral (p <. .001). Class activities, teacher facilitation, mastery- based learning, and peer teaching emerged as the most influential design elements in fostering positive social learning dynamics. These findings suggest that flipped mastery instruction not only increases opportunities for technical practice but also enhances collaboration, peer support, and interpersonal skills, thereby aligning classroom practice more closely with the TVL–FBS goal of developing socially and technically competent graduates for the hospitality industry.

KEYWORDS: Flipped, Food, High School, Mastery, TVL